YouTube University: Redefining Teaching and Research in Academia

Please visit JoEMLS website via DOI to read the Peer Review Report (Open Point) and Article Summary (InSight Point) of the article. Purpose: To examine the effect of YouTube videos (content, accessibility, analytics, perceptions of YouTube videos, features of YouTube videos, and digital literacy) on teaching and research among faculties. Design/methodology/approach: A quantitative research design based on a survey method was used. The sample was targeted at faculty members engaged in teaching and research at several colleges and universities in Oman. Partial least squares structural equation modeling (SEM-PLS) software has been used to analyze the data. Findings: Digital literacy, perceptions of YouTube videos, and YouTube Video content significantly impact teaching and research. Features of YouTube videos have a moderate effect on Teaching and research. However, other factors show no significant effect on teaching and research. YouTube video content mediates the relationship between Perceptions on YouTube Videos and teaching research; and Digital Literacy on YouTube Videos and teaching research. Research limitations/implications: The study-research approach offers a new perspective on the intricate ways that faculty use YouTube videos for teaching and research. This study’s results were derived from a limited sample size of respondents in the Al-Dhakhlia region of Oman. Practical implications: The study’s findings will improve the dissemination of YouTube videos as self-directed learners for teaching and research and assist academics, YouTubers, and universities in better tuning for public education. Originality/value: There is a lack of research among faculty members; it remains unknown how YouTube videos are used for research and teaching in Oman. This study is the first of its kind to investigate how YouTube videos are used in teaching and research.